What’s New?

Dr. Gordon Dutton’s Blog on CVI Scotland website

http://cviscotland.org/news.php?cat_id=30


Spinner Overlays for the Light Box

DSC_0099 copy
New! Catalog Number: 1-08692-00 click here

Designed to support the individual needs of learners with Cortical Visual Impairment (CVI) or low vision.

Using color, light, movement, and increasing levels of complexity, the Spinner Overlays for the Light Box can be adapted and layered for many different purposes.


Washington Sensory Disabilities Services

“Washington Sensory Disabilities Services partners with families and service providers to support children who are Deaf/Hard of Hearing, Blind/Visually Impaired or Deaf-Blind.”

Helpful information and videos addressing a variety of topics for teams working with children with visual impairments

Video: Security & Discovery

CVI Scotland

http://peroosh.com/sites/cvi_scotland/index.php

At CVI Scotland we are devoted to helping people understand cerebral visual impairments, and together working towards beginning to master this complex spectrum of conditions.

The information has been mostly written by parents, but with support and advice from multiple professionals including ophthalmologists (eye surgeons), scientists and highly experienced specialist teachers of the visually impaired.  The information guided by our team is paired with many first-hand accounts from both people who have CVI, and the parents of children with CVI – these are our true experts and we are enormously grateful for their input.  As CVI Scotland develops, we will continue to engage with the CVI community and look to share more experiences, and in turn learn more about this complex and often misunderstood condition.

Note: This comprehensive website will provide 3 steps:                                         1) Understanding CVI                                                                                                               2) Assessing CVI                                                                                                                           3) Supporting CVI                                                                                                                           The website is a work in progress, but already has an impressive amount of information…check it out!                                                                                                       Dr. Gordon Dutton is an advisor for the website

PCVI 2017


Cerebral versus ocular visual impairment: The impact on developmental neuroplasticity

Submitted to Journal: Frontiers in Psychology Specialty Section: Cognitive Science ISSN: 1664-1078
Frontiers website link: www.frontiersin.org
Citation: Coco_martín M, Lozano AS, Martín-hernández J, López-miguel A, Maldonado M, Bauer CM and Merabet LB(2016) Cerebral versus ocular visual impairment: The impact on developmental neuroplasticity. Front. Psychol. 7:1958. doi:10.3389/fpsyg.2016.01958 Copyright statement: © 2016
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution and reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

REVIEW ARTICLE                                                                                                                     Front. Psychol., 04 October 2016 | https://doi.org/10.3389/fpsyg.2016.01471
Impact of Cerebral Visual Impairments on Motor Skills: Implications for Developmental Coordination Disorders
Sylvie Chokron1,2* and Gordon N. Dutton3
  • 1Unité Fonctionnelle Vision and Cognition, Fondation Ophtalmologique Rothschild, Paris, France
  • 2Laboratoire de Psychologie de la Perception, UMR 8242, Centre National de la Recherche Scientifique – Université Paris-Descartes, Paris, France
  • 3Department of Vision Science, Glasgow Caledonian University, Glasgow, UK

Announcing the provisional status of the:
Neurological Visual Impairment Division (NVID): Division 20 Association for Education and Rehabilitation of the Blind and Visually Impaired (AER)
Join AER and add the Neurological Visual Impairment Division to your account via the AER website. Follow instructions to become new AER member, adding the NVID  or  click on “add division” under your current account profile. The fee is the standard $10 for adding a division and will provide you access to participate in the development of the NVID as it begins.
Membership will provide a social network to share resources, strategies and new information concerning children and adults across the full spectrum of neurological visual impairment.
Check out the NVID page at: https://aerbvi.org/about/divisions/neurological-visual-impairment/

Strategy to See:  Diane Sheline
For those who care for and work with students with cerebral/cortical visual impairment

https://strategytosee.com/photo of book no bg.jpg
The 4th Edition of Diane’s book, Strategy to See: Strategies for Students with Cerebral/Cortical Visual Impairment, is finally available to the public! If ordered through the link noted below, a portion of the proceeds will go towards supplying books for families and educators who otherwise would not be able to own a book.

To order, go to;

https://www.createspace.com/5871328


Perkins e-Learning home page

Cerebral Visual Impairment based on Lueck & Dutton’s Vision and the Brain, is now available as a self-paced tutorial! This tutorial includes all of the lectures, interviews, presentations and resources of Dr. Amanda Lueck’s 10-session online class, with the flexibility of self-paced scheduling.

The tutorial costs $150 for 20 credits (ACVREP, Continuing Education Credits, or Professional Development Points), or $45 if no credits are needed.

You may learn when and where you like, and you set the deadline for completion.

The tutorial is made up of 5 modules, each containing video segments, readings, and assigned activities to enhance and apply your learning. Plan to spend 1 week working through each module. While this is a self-paced course, the material will have the most impact if you work steadily through the outline in the order it is presented.

If you prefer the instructor-led format, with in-class discussions and case study groups, this Cerebral Visual Impairment, online class will return in 2017. The course is spread over 10 weeks, and earns 25 credits.

http://www.perkinselearning.org/earn-credits/self-paced/cerebral-visual-impairment-tutorial?utm_campaign=educator%20series%20september16&utm_source=educator%20series&utm_medium=email


Cerebral Visual Impairment Society - CVI Society

The Cerebral Visual Impairment Society

This is not a new website, but they have added alot of information and training dates.

http://www.cvisociety.org.uk/

 978-0-89128-551-9AFB American Foundation for the Blind
http://www.afb.org/store/Pages/ShoppingCart/ProductDetails.aspx?ProductId=978-0-89128-551-9&ruling=Yes
Keys to Educational Success: Teaching Students with Visual Impairments and Multiple Disabilities (Paperback)

By Angela Martyn, Betsy L. McGinnity, Charlotte Cushman, Chris Brum, Derrick W. Smith, Diane L. Fazzi, Ph.D., COMS, Elizabeth Hartmann, Frances K. Liefert, M.A., Jane N. Erin, Ph.D., Jennifer L. Cmar, Laurie Denno, Mary C. Zatta, Robyn Herrera, Sharon Z. Sacks, Ph.D., Stacy M. Kelly , Susan M. Bruce, Tanni L. Anthony, Therese Rafalowski Welch

Description of Keys to Educational Success
Every student has unique learning needs, but addressing the diverse needs of students who have visual impairments and multiple disabilities can be particularly challenging for teachers. Keys to Educational Success helps educators unlock the learning potential of their students by providing key program strategies that can be directly applied to classroom learning routines.

Resources to try for literacy access: Build a toolbox!

Voice Dream Reader

http://www.voicedream.com/reader/

Readright

http://www.readright.ucl.ac.uk/index.php

Beeline Reader

http://www.beelinereader.com/


10 Tips for Using iPads with Students with CVI: Paths to Literacy logo

http://www.pathstoliteracy.org/blog/10-tips-using-ipads-students-cvi


1-08158-00-Swirly-Mats-II-CVI-kitNew! Catalog Number:1-08158-00   Price: $79.00
Swirly Mats II CVI for use during Play-based Functional Vision Evaluation….or just for fun! Use with the Mini-Lite Box or on the yellow, black, white tabletop mats.   Assess the characteristics of color preference, need for movement, visual latency, visual field preference, levels of visual complexity, need for light, distance viewing, visual novelty, and visually-guided reach.

http://shop.aph.org/webapp/wcs/stores/servlet/Product_Swirly%20Mat%20Sets:%20Version%20II_36998207P_10001_11051

Perkins e-Learning home page

Cerebral Visual Impairment: A Brain-Based Visual Condition

This commentary is based on opening remarks given by Ms. Ely for the American Foundation for the Blind Leadership Conference 2016 all-day session, “Cerebral/Cortical Visual Impairment: A National Conversation,” cosponsored by the American Printing House for the Blind, which took place March 3, 2016, in Arlington, Virginia. Speakers included George Abbott, Chris Clark-Bischke, Michelle Clyne, Amanda Hall Lueck, Lotfi Merabet, Mary Morse, Christine Roman-Lantzy, and Susan Sullivan.


Ballyland Magic App: Introducing iPad accessibility to children who are blind or have low vision

Sonokids is pleased to announce the launch of the long-awaited Ballyland Magic app, the latest addition to the Ballyland Inclusive Design software range for early technology training of children with vision impairment. Ballyland Magic App is an educational and fun iPad game specifically designed for children who are blind or have low vision, to learn and practice a number of touch gestures for VoiceOver, Apple’s built-in screen reader. Supportive and entertaining games enable them to gradually develop touch gesture skills and to become confident with this special navigation that is required for the effective use of an iPhone or iPad. You don’t need to be a VoiceOver expert to assist the child – but by the end of the Grand Finale, you will be well on your way to becoming one. • No previous iPad experience required by the child or parent/teacher • Use at home and at school • Designed with extensive feedback from young children with vision impairment and their educators

For parents and teachers who are blind and who want to support a child in using the app, the landing page is accessible with VoiceOver, and thereafter the app can be set to provide self-voicing accessible navigation.

The app costs $ 4.49. Get it from the AppStore!

The development of the Ballyland Magic app was made possible by a grant from the AMP Tomorrow Fund.


Tips to Expand and Strengthen Collaboration

http://www.pathstoliteracy.org/blog/tips-expand-and-strengthen-collaboration


 

 

TEACHCVI Teach CVI is a European partnership that aims to create collaborative tools for teachers and health care professionals. It is meant to build a bridge between teachers/educators and health care professionals so they can work together to benefit the target group; children with cerebral visual impairment, herby referred to as CVI. 

http://www.teachcvi.net/

iBook by Rosa Wright. The primary purpose of this iBook is to provide parents with key information about Cortical Visual Impairment (also known as Cerebral Visual Impairment or CVI). Photos and videos assist in demonstrating key points. Published by the Royal Institute for Deaf and Blind Children (RIDBC).

http://www.ridbc.org.au/cviibook

Dr. Lotfi Merabet, OD, PhD, MPH at Harvard Medical School presents: Ocular vs. Cortical/Cerebral Blindness? Inside the Adaptive Brain
Webinar Presented at SWOMA conference at TSBVI

http://library.tsbvi.edu/Player/12899

http://www.tsbvi.edu/selected-topics/orientation-and-mobility

The webinar explores:

  • What is vision?
  • How does the brain see?
  • What is it that limits vision if the brain is damaged?
  • Why is it essential to make sure that everything that is presented can be perceived and understood?

Professor Dutton also took some time to answer some questions which were sent in advance of the Webinar


 


   Product Image - click to enlarge

Joy Player – 1-07089-00

http://shop.aph.org/webapp/wcs/stores/servlet/Product_Joy%20Player_35491826P_10001_11051
The Joy Player is a personal electronic device that allows individuals with visual and multiple impairments to access music and audio books. It is designed to use with the personal music player routine in APH’s Sensory Learning Kit (SLK). The Joy Player differs from other music playing devices on the commercial market and from the National Library Service’s Digital Talking Book Player because it is designed to accommodate individuals who have limited mobility, a lack of fine motor skills, and cognitive disability in addition to a visual impairment.The Joy Player plays audio from three different types of portable electronic storage devices: SD card, USB flash drive, and Digital Talking Book (DTB) Cartridge. The player comes with five blank DTB Cartridges. Simply copy any WAV or MP3 file to an SD card, USB flash drive, or DTB Cartridge
 Product Features
The chute is designed to help students with limited mobility skills guide the cartridge into the player. The product has twist-on caps (with accompanying rings) to temporarily reduce the number of button switches on the device; this reduces visual and cognitive complexity.

Using structural and functional brain imaging to uncover how the brain adapts to blindness                                                                                                                                                     Gabriella V. Hirsch, Corinna M. Bauer and Lotfi B. Merabet      http://www.vipoa.org/neuropsychol/2/5                                                                              Evidence will primarily focus on profound blindness due to ocular cause, but related work in cerebral/cortical visual impairment (CVI) will also be discussed. The potential importance of these findings within the context of education and rehabilitation is proposed.


CVI  Symposium                                                                        Massachusetts Commission for the Blind                                   http://www.perkinselearning.org/cvi-symposium-may-28-29-2015

Cover of : Understanding Cerebral Visual Impairment in Children (Paperback)

Vision and the Brain: Understanding Cerebral Visual Impairment in Children (Paperback)

Edited By Amanda Hall Lueck , Gordon N. Dutton

Description of Vision and the Brain
Cerebral visual impairment, also known as cortical visual impairment, or CVI, has become the most common cause of visual impairment in children in the United States and the developed world. Vision and the Brain is a unique and comprehensive sourcebook of current knowledge about CVI and best practices for working with children. Expert contributors from many countries illuminate the complexities of vision loss related to brain injury and neurological causes and provide readers with approaches to assessment and intervention.

http://www.afb.org/store/Pages/ShoppingCart/ProductDetails.aspx?ProductId=978-0-89128-639-4&ruling=Yes


Gordon Dutton Discusses Identifying and Managing CVI In Children

 March 23, 2015
 

Gordon Dutton’s discussion on identifying and managing CVI in Children is now available on the CVI Society’s website.

Cerebral visual impairment is complex. Affected children commonly have refractive errors and need spectacles. Impaired control of eye focusing can cause blurring of vision unless corrected. Damaged visual pathways can cause lack of acuity and / or disordered visual fields. Abnormal eye movement control impairs capture of rapidly moving information. Disturbed ventral stream processing can impair recognition and / or route finding. Dorsal stream damage limits analysis of complex visual scenes and visual guidance of movement. Children with impaired vision from damage to the brain need structured history taking and assessment encompassing all elements of vision, to find and characterise all visual limitations. Educational approaches ensure that dimensions, contrast and location of material shown, fall within visual limitations. Each child’s unique perceptual constraints are also identified, catered for and worked within.

http://media.wix.com/ugd/f88b42_432b79fb375a4d37b9ed1b5714e2a6b8.pdf


Paths to Literacy (March 17, 2015) Augmentative and Alternative Communication (AAC) Systems for Students with CVI & Multiple Disabilities, presented by Faye Gonzalez  http://www.pathstoliteracy.org/augmentative-and-alternative-communication-aac-systems-students-cvi-multiple-disabilities

              1-08837-00_Tactile_Connections

SAM: Symbols and Meaning                                                 Tactile Connections:  Symbols                    click here                                                                                       for  Communication clickhere


D-03610-ED-CVI-Comp-Seq-eBook-w-callout

CVI Complexity Sequences, eBook and Interactive Cards

This EPUB version of CVI Complexity Sequences was specifically developed for use with tablet devices! CVI Complexity Sequences eBook and Interactive Cards has the same information and content as the CVI Complexity Sequences Kit (1-08156-00). The eBook edition also includes an interactive feature: successfully touching the target image results in an audio response that acknowledges the action. The CVI Complexity Sequences Kit includes cards that present sequences of images designed to help students identify a target image in the presence of increasing amounts of background information. These cards may be used individually or as a sequence and should be presented against a black or plain, light-absorbing background.

Digital Edition Includes:

  • Guidebook, electronic format
  • Same ten sets of eight images as the print kit, in an electronic format

In addition to tablet devices, CVI Complexity Sequences eBook and Interactive Cards can be used with iBooks on Mac computers and with eReaders on PCs. At this time, the audio feature is not supported by all eReaders. To determine if an eReader supports the interactive feedback, ensure it supports EPUB 3.x format or newer.

D-03610-ED  Price: $9.95


The Match Sticks game is designed to provide children in Phases II and III of the CVI Range Assessment with a matching activity that is fun and entertaining and that helps develop vision skills.

Children for whom this game would be appropriate
  • At least 5 years of age
  • Currently in Phase II or Phase III according to the CVI Range Assessment*
  • Able to recognize a particular color among other colors
  • Have emerging matching skills

1-08157-00 — $94.00


West Virginia Dept. of Education  

                                          

Office of Special Programs presents:                               

Cortical Visual Impairment: Special Topics   

Dr. Christine Roman-Lantzy presents 18 webcasts on special topics related to Cortical Visual Impairment. Each is approximately 30 minutes in length. http://wvde.state.wv.us/osp/vi/cvi/cvi-special-topics.html


untitled                                                                                   Cerebral Visual Impairment in Children: Visuoperceptive and Visuocognitive Disorders Hardcover– October 25, 2014

Cerebral visual disorders have far-reaching consequences for child development. These have profound adverse effects on children’s education and success in school and also in later life, but, unfortunately, cerebral visual disorders often remain undiagnosed and untreated in the pediatric population. This book provides a state-of-the-art account of what is known about the development and disorders of visual perception in children. It covers the development and disorders of visual perception in children, their assessment, early intervention and management in an interdisciplinary context, both from a scientific as well as clinical perspective. Case studies illustrate the recommended assessment and rehabilitation procedures; synopses, boxes and check-lists complement the presentation of our recommendations for clinical practice.